The Present Situation of Peer Support Arrangements for Students with Severe Disabilities in the United States

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  • 米国の重度障害のある生徒のためのピア・サポートの配置の実態
  • ベイコク ノ ジュウド ショウガイ ノ アル セイト ノ タメ ノ ピア ・ サポート ノ ハイチ ノ ジッタイ

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<p>Peer support arrangements provide social and academic support for students with severe disabilities and include them in general education classrooms. This study sought to examine current peer support arrangements through a focus on the requirements for students who receive and provide that support. We also investigated how educators matched those students both with each other and with the classes in which they could participate together. The initial scope of this study centered on the effects of peer support arrangements, but has gradually shifted to examine the program contents. The students with severe disabilities who were eligible to receive support would have autism and/or intellectual disability, be eligible for the state’s alternative assessment, and be able to participate in a general education setting with the direct support of adults. In contrast, students who provided support would be enrolled in the same class as the student with severe disabilities and have an interest in peer to peer relationships and serving as a positive role model. When the students who received and provided the support were matched, they tended to be pairs of the same grade or the same age, and male students with severe disabilities were often paired with female students without disabilities.</p>

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